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CHAPTER 2Collaborative Community Agreements
Vera Stroup and Juliann Woods Cripe
In this chapter you will find information on the following
topics:
• Financing services in community placements
• Communicating across agencies: Interagency agreements
• Collaborating with Head Start
• Planning Transportation
Financing Services in Community Placements
Financing Early Childhood Options for Families: How to Cover
Costs
Numerous early childhood program options generally exist for
families who
want their children to participate in community programs.
However, one factor that
may limit the options families choose for their child is cost.
Cost can also be a factor
families of children with disabilities consider when reviewing
placement options. It
is important for programs to assure a variety of community
options are available so
that every family, regardless of income, has an opportunity to
choose a setting ap-
propriate for their child. In Kansas, because state education
dollars cannot be spent
for tuition or expenses in community (non public education)
preschools or child care
agencies many families have felt a financial barrier to
community programs. Enroll-
ing eligible children in public school programs is free. Thus
financing community
options becomes a critical component of inclusive preschool
programs.
In most states, different options exist for financing early
childhood commu-
nity placements for families. "Formal" options may include
access of state social ser-
vice agency assistance for children with disabilities child care
grants to low income
families. Families may also choose to cover the tuition costs
from personal funds or
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to use the child's Social Security Insurance (SSI) benefits.
Many community pro-
grams provide scholarships for children to attend their
programs. "Informal" financ-
ing may be arranged through the exchange of materials and
supplies between the
educational cooperative or local school district needing spaces
for children with dis-
abilities and a child care center or preschool with limited
resources.
An example of "bartering" is for the education unit to provide
inservice training op-
portunities to the staff of the community program in exchange
for a child's tuition.
This may be appealing to some private centers who have limited
funding or cover-
age to attend training sessions. Child care centers and
preschool programs may re-
ceive additional assistance by using paraprofessional support
provided by the edu-
cational cooperative or local school district. Other options
including scholarships,
donations from private individuals or community service
organizations, disability
related organization support, state social service agency funds,
child care assistance,
(Thompson, Wickham, Wegner, Ault, Shanks, & Reinertson,
1993) and contractual
agreements are discussed in the following paragraphs.
One key option in financing services for income eligible
children and families
is state social service agency child care supplements. Families
may complete appli-
cations for child care assistance at their local state social
service agency office. Each
family’s eligibility is determined on an individual basis and
based on current in-
come. The social service agency will determine the number of
hours each family can
access child care services. Once the child is determined to be
eligible for assistance
and families have chosen a placement for their child, the
payment of child care is
provided to the center. Unfortunately, rules change frequently
regarding who is eli-
gible for these child care funds. Maintaining close contact with
the local agency is
key to assuring a child's placement is protected and the
program's costs are covered.
Many child care and preschool settings offer children in their
local commu-
nity scholarships to increase children's participation. Often,
it is possible to obtain
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these scholarships for children with disabilities as many
programs are interested in
serving children with diverse needs. They can usually be
obtained by calling the
preschool or child care center and discussing with the director
or their designee the
possibility of serving a particular child in their program.
Churches, particularly
those which house preschool or child care programs, are also
excellent sources for
scholarships. Congregations as a whole may support local
children's participation
or individual members may "sponsor" a child contact can often be
made through
specific church related groups or through a notice in the church
bulletin.
Organizations and civic clubs such as the Jaycees, Kiwanis,
Rotary, Business
and Professional Women (BPW), Seratoma, Association for Retarded
Citizens (ARC),
United Cerebral Palsy (UCP) may offer assistance with a child’s
tuition at a local pre-
school. National organizations often have "priorities" for
community service and
children knowing an agency or organization's particular focus
can assist in making
effective contacts and developing long term sponsorships.
Because in Kansas, it is not possible for the local school
district or the educa-
tional cooperative to pay for preschool or day care center
tuition. It is up to indi-
vidual members of both the early childhood setting and the early
childhood special
education staff to work creatively to meet the needs of the
child and family. Inter-
agency agreements can be developed that facilitate the
enrollment of children into
community settings. Sometimes preschools or day care centers
will hold slots for
children if the local school district or education cooperative
offers to compensate
them with materials and supplies, paraprofessional support, or
specific special edu-
cation services. The school district or educational cooperative
may also offer to rent
space or pay utilities as compensation.
Some community centers that have limited resources and have
reduced access
to consumable items may be able to obtain these materials
through the local school
district or educational cooperatives. These materials are
provided to the centers
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based upon the number of children with identified disabilities
enrolled in a given
program. Items that large agencies access at a lower cost than
small private provid-
ers can include such materials and supplies as construction
paper, glue, markers,
newsprint, and laminating paper. Other options include assisting
with instructional
materials, toys, playground equipment, or even snacks and
meals.
School districts and educational cooperatives also offer
paraprofessional sup-
port in early childhood classrooms depending upon the needs of
individual children
and families in the programs. Paraprofessional support may be
offered in exchange
for space for children with disabilities. The paraprofessional
supports children with
disabilities in community programs, as well as offering
classroom assistance for all
the children in the classroom. Program administrators often work
out the details of
the paraprofessional support within their interagency
agreements.
Inservice training is yet another way to barter with community
sites to find
placements for children with special needs. Child care
facilities generally need to
obtain a certain number of inservice training points for each
staff member annually
to retain their licensure. When school districts and educational
cooperatives offer to
provide this training to child care staff at no charge, it
eliminates the community
program's need to use dollars to obtain training elsewhere. This
also provides op-
portunities that and supports the key concept of joint inservice
training.
Some school districts or educational cooperatives elect to pay a
portion of an
early childhood special education (ECSE) teacher's salary when
she is employed by
an early childhood center within the community. Usually, this
arrangement is com-
pleted through contractual agreements with the school district
or educational coop-
erative and the early childhood center and is in a center large
enough to serve sev-
eral children. This system assures placements are available on
an ongoing basis for
children. In addition, the special education staff are truly
"included" in the center as
well as the children.
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Child care centers may want a mechanism available to them in
their settings
to insure that all children who have special needs are
identified and served. They
may negotiate with the educational cooperative or the school
district to have devel-
opmental screening by an early childhood specialist available on
an as needed basis.
In addition, related service expertise in physical therapy,
occupational therapy and
speech language therapy can be accessed through the local school
district or educa-
tional cooperative for the children. Open communication among
the agencies in-
volved and a discussion of all the available options available
to sites is the key to ef-
fective financing strategies in early childhood settings.
Finally it is important to remember that not all children and
families are going
to need assistance with funding. Many families choose to send
their child with a dis-
ability to a community program and pay the tuition, just as they
would for their
child without a disability.
Communicating Across Agencies
Getting Started: How to Elicit Sites for Participation in
Inclusive Programming
With the passage of the Americans with Disabilities Act in 1992,
child care
centers were required to make their buildings and programs
accessible to all persons
with disabilities. Thus, any child care center should not deny a
child with a disabil-
ity or delay a placement in their program. However, it is also
important to recognize
some centers have more appropriate curriculum and more qualified
personnel to
meet the needs of children with disabilities and they are eager
to serve children with
delays or disabilities. Finding these sites and arranging for an
inclusion placement
often takes weeks or months in planning and preparation time.
The sites need to be
located if possible prior to identification of children who want
them.
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The persons responsible for identifying community options must
work with
community program administrators to establish communication
between the key
players in the transition to the inclusive placement, including
the family, the early
childhood special education teacher, the paraprofessional staff,
and the related ser-
vice staff. This may be just one meeting to determine the steps
necessary to establish
a successful placement for the family, staff, and child care
center or it may be a series
of meetings to discuss these issues.
Observation of the proposed community option is an integral
piece of the in-
clusion puzzle. It is important that sites are including
developmentally appropriate
practices throughout their curriculum, so the curriculum can be
easily adapted for
children with special needs. It is also important that the
center have an adequate
staff to student ratio. Family members should participate in the
selection of the site
for their child. They will want to be sure that the site is not
only committed to inclu-
sion, but will meet their child's needs and the families'
preferences. Families may re-
Selecting a Preschool or Child Care for Your Child, Page 2
SELECTING A PRESCHOOL ORCHILD CARE FOR YOUR CHILD
Name of Program: ___________ Program Hours: __________Teacher:
____________________ Program Address: ________Phone Number:
_____________ Date of Observation: ______
Choosing a preschool for your child can be a confusing task.
Thesestatements may help as guidelines in selecting a program.
Identify the items on the following checklist which are
important to you.As you visit different programs, determine how
each program measuresup. You may check each item that occurs. Add
up the total number ofcheck marks for each program. The program
with the highest totals willprovide the best program for your
child.
PITT Program-KUAP-2601 Gabriel, Parsons, KS 67357-(316)421-6550
ext 1859
Program___ The atmosphere is relaxed
and accepting of children.___ A written statement on
behavior
management is given to parents.___ You can enroll your child at
a
convenient time.___ The length of the day is
appropriate for your child.___ There is a daily schedule with
a
good balance of structuredactivities and free play.
___ The age range of the children inthe program suits your
needs.
___ Fees are acceptable.___ Financial aid is available.
Staff___ There are enough adults toguide
and supervise the number ofchildren and faculty.
___ The adults responsible for theprogram are certified
teachers.
___ The staff creates a warmand comfortable environmentfor the
children.
___ The staff communicateswell with children.
___ The staff encouragesindependence in self-help skills(eating,
dressing, etc.)
Services Provided___Toilet training is provided.___Snacks and/or
meals are
provided.___All day child care is
available.___Transportation.
Parent Participation___Parent participation in classroom
activities is encouraged.___Parent participation in extra or
special activities is encouraged.___Parent-teacher conferences
are
scheduled regularly.___The staff communicates to parents
through daily or weekly notes orverbally each day.
Facility___The classroom is divided for play,
work, and quiet times.___Space is provided in the classroom
for each child.___There is adequate space
provided for the number of thechildren in the program.
___There is an outdoor play area thatis suitable for my
child.
___Restroooms are accessible tochildren (clean area for
diaperchanges).
Activities___ There are a variety of activities so
that each child has a chance to besuccessful.
___ Activities that encouragelanguage development andtalking are
included.
___ Learning is recognized as anactive process. Children take
partin activities and manipulateobjects while learning.
___ Imaginative play is encouraged.___ Children have
opportunities
to look at books and listen toreading.
___ Children participate in activitiesthat require large
musclemovementsuch as runnimg andsmall muscle movements such
aspasting and cutting.
___ Children are provided withexperiences that stimulate
alltheir senses: hearing, seeing,touching, tasting, and
smelling.
Materials___ Toys and safe materials are
placed within children's reach.___ Materials are appropriate for
the
age and skill range of thechildren.
___ There is a variety of safe play-ground equipment
available.
___ There are enough materials for avariety of activities.
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quest guidance observing and selecting programs. The following
checklist may be
useful for families to select a program for their child.
Interagency Agreements
Interagency agreements are documents designed to promote
successful
inclusionary experiences for all parties involved in the
process. The contents and
the various components of the interagency agreement vary from
site to site. Each
agreement incorporates the policies or practices from the
individual school or edu-
cational cooperative as well as the individual child care or
preschool center. In-
cluded in the interagency agreement should be guidelines and
timelines to promote
the continuity of services for children and families. School
districts and local educa-
tion agencies often have different calendars and schedules for
their staff and stu-
dents than do child care or preschool programs. The school
district usually operates
on a nine month schedule whereas the community program or child
care may oper-
ate on a year round timeframe schedule. These timelines need to
be negotiated
when personnel from both agencies (community and school) begin
to discuss how
children in the community program are to receive services.
Another issue addressed through the interagency agreement is the
specific
procedures school districts or local educational cooperatives,
early intervention pro-
grams, and preschool/day care programs have developed for
educational assess-
ment. Developing procedures to avoid duplication of assessment
procedures as-
sures that children are not assessed repeatedly across programs
without good rea-
son. (Fink, Borgia, & Fowler, 1993). Assessment procedures
should also not inter-
fere with ot be philosophically different across agencies
agencies. In fact, it is advis-
able for the school program to observe community procedures, to
join their process
as partners and only add specific measures as needed to meet
legal requirements
and monitor progress.
Logistical and support issues should be addressed through the
interagency
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agreement as well and will vary significantly between sites. Key
issues often in-
clude, but are not limited to, transportation, parental visits,
staff planning and
conferencing time. In addition, special services for medically
fragile children, and
staff supervision, materials and instructional equipment, shared
payment of utilities,
food costs, equipment purchases. Other informal supports may be
included.
Conferencing with families as a team should be considered and it
may be helpful to
clearly delineate each programs responsibilies in the agreement.
The more the inter-
agency agreement specifically addresses the issues identified as
relevant to a par-
ticular site, the easier it will be to address problems or
concerns that arise. Over
time, collaboration will assist both the early childhood
community program and the
early childhood special education staff within the context of
the community setting.
Negotiation begins by both sides exploring all the available
options that each party
has to offer and then deciding which options best meet the needs
of both agencies.
Usually the administrators, or designees, of both agencies
determine what
needs to be included on the interagency agreement. Persons who
have decision
making ability within individual agencies must be included so
that the interagency
agreement can be developed and implemented. However, input from
direct service
providers, i.e., child care staff and early childhood special
education personnel,
should be encouraged as they often have a more practical
perspective on the impli-
cations of implementing the agreement. All parties involved with
the administra-
tion and direct service delivery of inclusionary programs should
see and understand
the contents of the agreement. This could include, but is not
limited to, the early
childhood community program staff and the early childhood
special education staff.
Persons involved in administering the two programs should be
involved; including
board of directors, special education directors and
superintendents.
Interagency agreements should be monitored on a regular basis to
insure that
areas addressed on the agreement are still meeting the needs of
both agencies. Per-
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INTERAGENCY AGREEMENT FOR SPECIALEDUCATION PRESCHOOL
SERVICES
This agreement is between __________ and ____________ for the
period of _____to _____. This agreement is binding on the staff
members of both agencies, andwill be reviewed at least annually.
Either agency may revoke this agreement witha notice of at least 30
days.
The purpose of this agreement is to establish working procedures
between__________ and __________ in the provision of services to
preschool childreneligible for special education in compliance with
federal and Kansas state lawsand regulations.
It is the intent of this agreement to:1. Define which services
will be provided by each agency.2. Ensure that children who are
eligible for preschool special education services
receive a free and appropriate public education as required by
federal andKansas state laws, regardless of the public agency
administering theprogram.
3. Ensure that each agency cooperatively maintains communication
and shareleadership responsibilities at the local level to ensure
that available resourcesare utilized in the most effective
manner.
4. Ensure that cooperative arrangements between _________ and
_________aredeveloped, implemented, and preserved.
This agreement applies only to preschool children two years old
to kindergarteneligible, inclusive, who are eligible for special
education services.
I. PurposeTo provide inclusive settings for children with
disabilities.
II. DurationThis agreement shall cover the period from ________
through __________.
III. General Provisions of the AgreementAll parties
agree:Children with special needs are best served in environments
where all children intheir community would be found.
IV. Agency Responsibilities __________ to: (examples:)
1. Provide a certified ECSE teacher to consult on children's
Individual EducationPlans.
2. Provide health, medical, and TB certification information on
staff and any additionalinformation for licensing requirements.
3. Provide a paraprofessional 3 hours per day beginning when
__________enters newfacility.
4.Transportation of children to and from site.5.Contact Social
and Rehabilitative Services to obtain child care assistance for
those
families who may qualify.
1.Provide a certified school nurse to screen children at
__________ for vision andhearing in the spring.
2.ECSE Teacher for consultation in preschool classroom 2
days.3.Transportation of child to and from site.4.Provide a 1/2 day
child find for __________ and community in the
spring.5.Paraprofessional would be provided to __________ Monday,
Wednesday, and
Friday mornings unless indicated at least 1-2 weeks ahead of
time.6.Send all documentation necessary for licensing.
__________, agrees to: (examples)1.Enroll children with
identified disabilities in the program for a total of 45 hours at
the
rate of $1.75/hour.2.Team teach and collaboratively plan with
ECSE staff.
1.Provides 22.5 hours per week of inclusive child care at a cost
of $1000.00 for schoolyear.
2.Include Tri-county and PITT staff in staff meetings, team
planning and children'seducational programs as appropriate.
V. Individualized Education Program__________:
1.Shall develop IEP of IFSP for each two-, three-, four-, and
non-kindergarteneligible five-year old child for whom early
intervention or special educationand related services will be
provided. ________ will be included asappropriate.
2.Shall specify in the IEP/IFSP which services will be provided
by ________.3.Shall implement, or ensure that provision is made to
implement the special
education and related services, as specified in the IEP/IFSP,
for all children thedistrict is mandated to serve.
4.Shall monitor implementation of all IEP/IFSP.5.Shall conduct
annual IEP/IFSP reviews and include ________ as appropriate.
__________:1. Shall provide input into the development of the
IEP/IFSP for any individual
for whom they are invited to participate.2.Shall be responsible
for implementation of the IEP/IFSP for those children
whom thay contracted to serve, assisted by
consultation/collaboration withdistrict staff.
3.Shall be responsible for monitoring pupil progress and
communication atregular intervals with the district.
4.Shall participate in annual IEP/IFSP reviews as requested for
those childrenwhom they agreed to serve.
Interagency Agreement, Page 2
5.Shall ensure that confidentiality of records and
personalinformation is maintained in accordance with the
requirements ofIDEA and FERPA.
VI. Service Provision1.Certified special education teacher will
be provided by ________.
2.Related services, when appropriate, will be provided by
propertylicensed/certificated staff. Staff member will be provided
by:Transportation: _______________Occupational Therapy:
_______________Physical Therapy: _______________Speech/Language
Therapy: _______________Paraprofessional: _______________
3.Names of the above individuals will be provided by
__________to __________ as indicated on page 2 (agency
responsibilities).
VII. Procedural Safeguards_______________:Shall implement all
procedural safeguards, including due process,confidentiality of
records requirements, alnd placement in the leastrestrictive
environment for all individuals eligible for specialeducation
services according to federal and Kansas state laws
andregulations.
VIII. Training and Technical Assistance_______________:
1.Shall designate personnel to be responsible for coordination
ofservices between __________ and __________.
_______________:1.Shall participate in district and other agency
sponsored training
opportunities as appropriate.
IX. Funding_______________:
Interagency Agreement, Page 3
X. Nondiscrimination Assurances__________ assures the Board of
__________, that they do notdiscriminate on the basis of race, sex,
martial status, national orgin,religion, handicap, or age, in the
operation of business or provisionof services.
XI. ConfidentialityAll parties agree to the confidentiality of
all children served at__________.
XII. Liability1.__________ agrees to purchase such insurance,
including but not
limited to professional liability and public liability
insuranceand keep such insurance in force during the entire term of
thisagreement.
2.__________ agrees to indemnify and save harmless the__________
from and against any and all claims, suits, damages,liabilities or
causes arising during the term of this agreementrelated to or in
connection with the negligent performance ornon-performance
required of them including personal injury,loss of life, or damage
to property.
XIII. Modification of the AgreementModification of the
agreeement shall be made by mutual consent ofall parties.
Termination of the agreement may occur by any partyupon a 60-day
notice.
Dated this ___ day of _____._________________
__________________________________
__________________________________ _________________
Interagency Agreement, Page 4PITT PRogram-KUAP-2601 Gabriel,
Parsons, KS 67357
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sonnel changes, families moving from the service delivery area,
and placement of
other children in the community program may be factors to
consider. Quarterly or
bi-annual meetings should be completed with child care centers
and preschools to
monitor and update the interagency agreement if needed.
Collaborating with Head Start
Head Start as an Option for Children with Disabilities
Head Start is a federally funded program for income eligible
children
throughout the state of Kansas and nationwide. Head Start is an
appropriate option
for many families and their children with disabilities or delays
because federal regu-
lations state that 10 percent of a Head Start programs
enrollment slots must be avail-
able for children with disabilities. Regardless of how a child
is placed in a Head
Start program, it is the responsibility of the special education
cooperative or the local
school district to identify, evaluate, and provide a free
appropriate public education
to the child. Head Start is responsible for cooperating with
agencies to insure that
each child with disabilities or delays receives services in
their least restrictive envi-
ronment. In addition, each Head Start continues to provide a
range of health, den-
tal, nutritional, developmental, and social services to all
enrolled children and en-
courages family involvement.
Collaborating with Head Start
Placements may be negoitiated for children with disabilities who
are income
eligible to participate in the Head Start programs. These
arrangements are usually
made with the local education agency or special education
cooperative, since they
know families request Head Start placements for their children,
if this option is
available. The number of slots available in a given Head Start
program will vary. It
is important to maintain natural proporations of children with
disabilities to chil-
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dren without. Head Start regulations do not require children
with disabilities to
meet income eligibility requirements; any child who has a delay
or disability is eli-
gible.
Head Start programs typically run from September through May.
They may
break for a winter recess in the months of December and January.
When collaborat-
ing with Head Start programs it is helpful to let them know
sometime during the
month of April how many children with disabilities or delays you
for see attending
their program in following fall. Because Head Start is a
federally regulated pro-
gram, they have many rules and requirements just as special
education programs
do. It is critical for ECSE personnel to be knowledgeable of
Head Start regulations
to help reduce barriers to effective services and collaborative
teaming.
Transportation
The Pros and Cons of Obtaining Transportation
For some families having their child transported to their
preschool program is
necessary or helpful. Families may not have reliable
transportation or may only
have one car. Other families are already taking their child, or
the child’s siblings to a
preschool program, and may wish to take their child to the
program themselves.
Some families may feel that having their child arrive on a bus
is too stigmatizing and
wish their child to be as much like the other children as
possible.
Who Is Responsible?
Plans for transportation to and from the site where children
will receive their
special education services should be written in their Individual
Education Program
(IEP's). Often, school districts provide transportation as a
related service to the fam-
ily and the child. However, if it is not documented on the
Individual Family Service
Plan (IFSP) or IEP, districts and special education cooperatives
are not responsible
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for the payment of transportation.
Who Decides?
The issue of transportation is usually discussed at the meeting
to develop the
IEP or the IFSP. The district discusses the options available to
the family in their dis-
trict and the family determines which is most appropriate for
their family.
What Are the Options?
Individual cooperatives and local education agencies vary as to
what type of
options they are able to offer families, depending upon the size
of the district and
the families’ choice for placement. Many local education
agencies transport children
with special needs to and from the place they are enrolled,
whether this placement is
a community preschool or a special education preschool. In the
case of Head Start,
school districts and special education cooperatives have
typically delineated trans-
portation arrangements in their interagency agreements. Some
districts or special
education cooperatives elect to also transport children’s
non-disabled peers if it does
not require another stop or the stop is along the typical bus
route.
Respecting Family Choices
Ultimately the decision about the transportation of a child with
special needs
lies with the family and the other members of the early
childhood team. Providing
families many choices for their transportation needs gives them
an opportunity to
examine what works best for them.
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Resources and ReferencesManuals:
Division for Early Childhood. (1994). New opportunities for
collaboration: A
policy and implementation resource and training manual for the
Head Start regula-
tion for children with disabilities. Pittsburgh, PA: Author
Fink, S., Borgia, E., & Fowler, S. (1993). Interagency
Agreements. Urbana-
Champaign, IL: University of Illinois at Urbana-Champaign,
FACTS/LRE.
Kansas Department of Health and Environment. (1994). Procedure
manual for
infant/toddler services in Kansas. Topeka: Author.
Kansas Inservice Training System. (1993). Technical assistance
packet: Transi-
tions from Part H to Part B. Parsons, KS: Kansas University
Affiliated Program.
Lindeman, D. P., Adams, T., & Hudson, S. (1995). Interagency
agreement for col-
laborative preschool services for children with disabilities:
What you may want to
TRANSPORTATION CHECKLISTA "yes" answer to each of the following
questions will help makesure your child is safely transported to
and from the school orcenter.
1.Are child safety seats or wheelchair locks available for each
childriding the bus or van?
2.Are child safety seats or wheelchair locks used each time a
childrides the bus or van?
3.If child safety seats are not available, may I provide one for
mychild? If I do, will it be used only for my child each time
he/she istransported?
4.Will a bus aide accompany the driver on each trip?
5.If my child has special medical problems that might
requireimmediate attention, is the bus aide capable of providing
thenecessary care?
6.If a serious medical emergency occurs while riding the bus, is
acontingency plan in place for taking my child to the
nearestqualified emergency center?
7.Are all family members (and other caretakers) who may be
takingmy child off the bus in the afternoon known to the
driver?
8.Is there a procedure in place for releasing my child from the
busonly to persons I have named?
9.Is the amount of time my child will spend being transported
toand from the program reasonable for his/her age?
10.If the program does not provide transportation, can I
bereimbursed for my transportation expenses?
11.In case of bad weather, how do I find out about any changes
inmy child's transportation schedule?
Yes No
Be sure that your child's wheelchair isdesigned for a
restraining system for use in amotor vehicle. If not, request that
your childbe removed from the chair and placed in asafety seat
while being transported. If you arenot sure, contact the
manufacturer.
Lazzari, A.M. (1991). The transition handbook: A practical guide
for earlyintervention programs. Tuscon, AZ: Communication Skill
Builders.
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Collaborative Community Agreements
30
circleofinclusion.org
consider. Parsons, KS: Kansas University Affiliated Program.
Lindeman, D. P., Taylor, R., Brady, N. & Hill, S. E. (1991).
Rapid transits: Moving
from preschool to kindergarten-transition planning for children
with disabilities.
Parsons, KS: Kansas University Affiliated Program, Rural
Alternatives for Preschool
Integrated Delivery of Services.
Missouri Linc. (1990). Cooperative interagency agreements.
Columbia, MO:
University of Missouri.
Region VII Resource Access Project (1995). Developing an
agreement with your
local education agency. Kansas City, KS: University of Kansas
Medical Center.
Books:
Beckman, P. J., & Boyes, G. B. (1993). Deciphering the
System: A Guide for Fami-
lies. Cambridge, MA: Brookline Books.
Rosenkoetter, S. E., Hains, A. H., & Fowler, S. A. (1994).
Bridging early services
for children with special needs and their families: A practical
guide for transition
planning. Baltimore: Paul H. Brookes.
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
SELECTING A PRESCHOOL ORCHILD CARE FOR YOUR CHILD
Name of Program: ______________________ Program Hours:
__________________
Teacher: _______________________________ Program Address:
________________
Phone Number: ________________________ Date of Observation:
______________
Choosing a preschool for your child can be a confusing task.
These statements may helpas guidelines in selecting a program.
Identify the items on the following checklist which are
important to you. As you visitdifferent programs, determine how
each program measures up. You may check each itemthat occurs. Add
up the total number of check marks for each program. The
programwith the highest totals will provide the best program for
your child.
Program_____ You feel the atmosphere is relaxed
and accepting of children._____ A written statement on
behavior
management is given to parents._____ You can enroll your child
at a
convenient time._____ The length of the day is
appropriate for your child._____ There is a daily schedule with
a
good balance of structured activi-ties and free play.
_____ The age range of the children inthe program suits your
needs.
_____ Fees are acceptable for me._____ Financial aid is
available if I need
it.Staff_____ There are enough adults to guide
and supervise the number ofchildren and faculty.
_____ The adults responsible for theprogram are certified
teachers.
_____ You feel the staff creates a warmand comfortable
environment forthe children.
_____ You feel the staff communicateswell with children.
_____ The staff encourages indepen-dence in self-help skills
(eating,dressing, etc.)
Services Provided_____ Toilet training is provided._____ Snacks
and/or meals are
provided._____ Integration into a regular pre-
school program is available._____ Transportation.Parent
Participation_____ Parent participation in classroom
activities is encouraged._____ Parent participation in
classroom
activities is required._____ Parent-teacher conferences are
scheduled regularly._____ The staff communicates to parents
through daily or weekly notes orverbally each day.
Facility_____ The classroom is divided for play,
work, and quiet times._____ Space is provided in the
classroom
for bins for each child._____ I feel there is adequate space
provided for the number of thechildren in the program.
_____ There is an outdoor play area thatis suitable for my
child.
_____ Restroooms are accessible tochildren (clean area for
diaperchanges).
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
Activities_____ There is a variety of activities so
that each child has a chance to besuccessful.
_____ Activities that encourage languagedevelopment and talking
areincluded.
_____ Learning is recognized as anactive process. Children take
partin activities and manipulateobjects while learning.
_____ Imaginative play is encouraged._____ Children have
opportunities to
look at books and listen to reading.
_____ Children participate in activitiesthat require large
musclemovement such as runnimg andsmall muscle movements such
aspasting and cutting.
_____ Children are provided withexperiences that stimulate all
theirsenses: hearing, seeing, touching,tasting, and smelling.
Materials_____ Toys and safe materials are placed
within children's reach._____ Materials are appropriate for
the
age and skill range of the children._____ There is a variety of
safe play-
ground equipment available._____ There are enough materials for
a
variety of activities.
Vocabulary
Integration-Educating children with disabilities in a natural
environmentwith their typical peers with the help of special
teachers.
Selecting a Preschool or Child Care for Your Child, Page 2
PITT Program-KUAP-2601 Gabriel, Parsons, KS 67357-(316)421-6550
ext 1859
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
INTERAGENCY AGREEMENT FOR SPECIALEDUCATION PRESCHOOL
SERVICES
This agreement is between _________________________ and
_________________________for the period of _______________ to
_______________. This agreement is binding on thestaff members of
both agencies, and will be reviewed at least annually. Either
agency mayrevoke this agreement with a notice of at least 30
days.
The purpose of this agreement is to establish working procedures
between_________________________ and _________________________ in
the provision of servicesto preschool children eligible for special
education in compliance with federal and Kansasstate laws and
regulations.
It is the intent of this agreement to:1. Define which services
will be provided by each agency.2. Ensure that children who are
eligible for preschool special education services re-
ceive a free and appropriate public education as required by
federal and Kansasstate laws, regardless of the public agency
administering the program.
3. Ensure that each agency cooperatively maintains communication
and share leader-ship responsibilities at the local level to ensure
that available resources are utilizedin the most effective
manner.
4. Ensure that cooperative arrangements between
_________________________ and_________________________ are
developed, implemented, and preserved.
This agreement applies only to preschool children two years old
to kindergarten eligible,inclusive, who are eligible for special
education services.
I. PurposeTo provide inclusive settings for children with
disabilities.
II. DurationThis agreement shall cover the period from
_______________ through _______________.
III. General Provisions of the AgreementAll parties agree:
Children with special needs are best served in environments
where all children intheir community would be found.
IV. Agency Responsibilities _________________________
to:examples:1. Provide a certified ECSE teacher to consult on
children's Individual Education Plans.2. Provide health, medical,
and TB certification information on staff and any additional
informa-
tion for licensing requirements.3. Provide a paraprofessional 3
hours per day beginning when _________________________
enters new facility.
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
4. Transportation of children to and from site.5. Contact Social
and Rehabilitative Services to obtain child care assistance for
those families who
may qualify.
1. Provide a certified school nurse to screen children at
_________________________ for visionand hearing in the spring.
2. ECSE Teacher for consultation in preschool classroom 2
days.3. Transportation of child to and from site.4. Provide a 1/2
day child find for _________________________ and community in the
spring.5. Paraprofessional would be provided to
_________________________ Monday, Wednesday, and
Friday mornings unless indicated at least 1-2 weeks ahead of
time.6. Send all documentation necessary for licensing.
_________________________, agrees to:examples1. Enroll children
with identified disabilities in the program for a total of 45 hours
at the rate of
$1.75/hour.2. Team teach and collaboratively plan with ECSE
staff.
1. Provides 22.5 hours per week of inclusive child care at a
cost of $1000.00 for school year.2. Include Tri-county and PITT
staff in staff meetings, team planning and children's
educational
programs as appropriate.
V. Individualized Education Plan_________________________:
1. Shall develop IEP of IFSP for each two-, three-, four-, and
non-kindergarten eligiblefive-year old child for whom early
intervention or special education and relatedservices will be
provided. _______________ will be included as appropriate.
2. Shall specify in the IEP/IFSP which services will be provided
by _______________.3. Shall implement, or ensure that provision is
made to implement the special educa-
tion and related services, as specified in the IEP/IFSP, for all
children the district ismandated to serve.
4. Shall monitor implementation of all IEP/IFSP.5. Shall conduct
annual IEP/IFSP reviews and include _______________ as
appropri-
ate.
_________________________:1. Shall provide input into the
development of the IEP/IFSP for any individual for
whom they are invited to participate.2. Shall be responsible for
implementation of the IEP/IFSP for those children whom
thay contracted to serve, assisted by consultation/collaboration
with district staff.3. Shall be responsible for monitoring pupil
progress and communication at regular
intervals with the district.4. Shall participate in annual
IEP/IFSP reviews as requested for those children whom
they agreed to serve.Interagency Agreement, Page 2
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Interagency Agreement, Page 3
5. Shall ensure that confidentiality of records and personal
information is maintainedin accordance with the requirements of
IDEA and FERPA.
VI. Service Provision1. Certified special education teacher will
be provided by _________________________.
2. Related services, when appropriate, will be provided by
property licensed/certifi-cated staff. Staff member will be
provided by:Transportation: _________________________Occupational
Therapy: _________________________Physical Therapy:
_________________________Speech/Language Therapy:
_________________________Paraprofessional:
_________________________
3. Names of the above individuals will be provided by
_________________________ to_________________________ as indicated
on page 2 (agency responsibilities).
VII. Procedural Safeguards_________________________:
Shall implement all procedural safeguards, including due
process, confidentiality ofrecords requirements, alnd placement in
the least restrictive environment for allindividuals eligible for
special education services according to federal and Kansasstate
laws and regulations.
VIII. Training and Technical
Assistance_________________________:
1. Shall designate personnel to be responsible for coordination
of services between_________________________ and
_________________________.
_________________________: 1. Shall participate in district and
other agency sponsored training opportunities as
appropriate.
IX. Funding_________________________:
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
X. Nondiscrimination Assurances_________________________ assures
the Board of _________________________, that theydo not
discriminate on the basis of race, sex, martial status, national
orgin, religion, handi-cap, or age, in the operation of business or
provision of services.
XI. ConfidentialityAll parties agree to the confidentiality of
all children served at ____________________.
XII. Liability1. _________________________ agrees to purchase
such insurance, including but not
limited to professional liability and public liability insurance
and keep such insur-ance in force during the entire term of this
agreement.
2. _________________________ agrees to indemnify and save
harmless the_________________________ from and against any and all
claims, suits, damages,liabilities or causes arising during the
term of this agreement related to or in con-nection with the
negligent performance or non-performance required of themincluding
personal injury, loss of life, or damage to property.
XIII. Modification of the AgreementModification of the
agreeement shall be made by mutual consent of all parties.
Termina-tion of the agreement may occur by any party upon a 60-day
notice.
Dated this _____ day of __________.
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
Interagnecy Agreement, Page 4PITT PRogram-KUAP-2601 Gabriel,
Parsons, KS 67357
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Circle of Inclusion, University of Kansas, Dept. of Special
Education, 3001 Dole, Lawrence, KS 66045 (913)864-0685
Collaborative Community Agreementscircleofinclusion.org
TRANSPORTATION CHECKLIST
Be sure that your child's wheelchair is designed for
arestraining system for use in a motor vehicle. If not,request that
your child be removed from the chairand placed in a safety seat
while being transported.If you are not sure, contact the
manufacturer.
Lazzari, A.M. (1991). The transition handbook: A practical guide
for early intervention programs. Tuscon,AZ: Communication Skill
Builders.
A "yes" answer to each of the following questions will help make
sure yourchild is safely transported to and from the school or
center.
1. Are child safety seats or wheelchair locks available for each
child riding the bus orvan?
2. Are child safety seats or wheelchair locks used each time a
child rides the bus orvan?
3. If child safety seats are not available, may I provide one
for my child?If I do, will it be used only for my child each time
he/she is transported?
4. Will a bus aide accompany the driver on each trip?
5. If my child has special medical problems that might require
immediate attention,is the bus aide capable of providing the
necessary care?
6. If a serious medical emergency occurs while riding the bus,
is a contingency planin place for taking my child to the nearest
qualified emergency center?
7. Are all family members (and other caretakers) who may be
taking my child off thebus in the afternoon known to the
driver?
8. Is there a procedure in place for releasing my child from the
bus only to persons Ihave named?
9. Is the amount of time my child will spend being transported
to and from theprogram reasonable for his/her age?
10. If the program does not provide transportation, can I be
reimbursed for mytransportation expenses?
11. In case of bad weather, how do I find out about any changes
in my child'stransportation schedule?
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